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High Potential (ABC) Trailer HD - Kaitlin Olson series

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Activity 3 - Role-Play. Create a short dialogue that incorporates:

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Activity 3 - Role-Play. Create a short dialogue that incorporates:

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At least three inversion structures.

A minimum of four vocabulary words from the previous activity (e.g., consultant, evidence, suspect, alibi, forensics, interrogation).

- Morgan you can't take an evidence home, it's illegal. Not only did you took the evidence but you are also touching it without gloves.

- I'm sorry, I won't do it again. No sonner will I give it back to the interrogation room than I'll clean my digitals.

- As a consultant you can't even enter in the interrogation room.

- Rarely do they check the cameras so it's okay. At least now we have a suspect.

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Activity 2 - Rewrite normal sentences using inversions.

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Activity 2 - Rewrite normal sentences using inversions.

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1. Morgan rarely follows standard procedures.

Rarely does Morgan follow standard procedures.

2. She not only solved the case, but she also found new evidence.

Not only did she solve the case, but she also found new evidence.

3. As soon as the detective read the report, he understood everything.

No sonner had the detective read the report, than he understood everything.

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Can you describe:

Morgan’s background as a former cleaner turned police consultant.

Her unconventional yet highly effective crime-solving methods.

The dynamic between Morgan and the detectives.

Any particularly clever deductions or twists they recall from the show.

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1 - What do you think makes Morgan unique as a consultant for the LAPD?

2 - How does her high IQ help her solve cases?

3 - What are some memorable moments from the show?

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Activity 1 -  fill in the missing vocabulary word based on context.

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Activity 1 -  fill in the missing vocabulary word based on context.

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Consultant | Evidence | Suspect | Alibi | Forensics | Interrogation

1. Not until the detective found a solid __evidence____ did he believe Morgan’s theory.

2. Little did the police expect that the main _suspect_____ would turn out to be innocent.

3. Only after the suspect provided a strong __alibi____ was he released from custody.

4. Seldom do crime scene investigators rely on anything other than __forensics____ analysis to confirm the culprit’s identity.

5. Under no circumstances should an __interrogation____ be conducted without legal supervision.

6. No sooner had the department hired a new __consultant____ than the case took an unexpected turn.

Inversions are structures where the verb comes before the subject for emphasis, formal style, or conditionals.

Highlight how crime dramas use inversions to create suspense or dramatic effect.

Examples from the Series:

"Rarely does Morgan follow standard procedures."

"Not only did she solve the case, but she also uncovered new evidence."

"No sooner had the suspect left the room than Morgan realized the truth."

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Lesson Goal: By the end of this lesson, you will be able to accurately construct and use inversion structures in English, particularly within the context of crime and investigation scenarios, and will have expanded their related vocabulary.

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Activity 2 - 🎬 Applying Inversion with H2O: Just Add Water

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Activity 2 - 🎬 Applying Inversion with H2O: Just Add Water

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Watch a scene from H2O: Just Add Water. Pay close attention to the characters' reactions during intense moments and listen for any sentences where the usual word order is reversed for emphasis.

Practice Sentences:

Convert the following standard sentences into their inverted forms:

1. "They had never faced such a formidable foe."

Never had they faced such a formidable foe.

2. "She seldom reveals her mermaid identity to outsiders."

Seldom does she reveals her mermaid indentity to outsiders.

3. "The mermaids not only saved their friend but also protected their secret."

Not only did the mermaids save their friend, but they also protected their secret.

Note: When inverting sentences, ensure that the verb agrees with the subject, and adjust auxiliary verbs as needed.

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Activity 1 -🌊 Understanding Inversion in English

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Activity 1 -🌊 Understanding Inversion in English

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Inversion involves reversing the typical word order in a sentence, usually to add emphasis or achieve a dramatic effect. In standard English sentences, the structure follows a Subject + Verb order. However, with inversion, this order is flipped, often placing an auxiliary verb before the subject.

Examples:

Standard: "She had never seen such a phenomenon."

Inverted: "Never had she seen such a phenomenon."

Standard: "They rarely go swimming at night."

Inverted: "Rarely do they go swimming at night."

*🧜‍♀️ Create 5 sentences using the same instructions as the examples above.

1- He never goes out with his friends. - Never does he goes out with his friends.

2 - They often call me to hang out with them. - Often do they call me to hang out with them.

3 - She always put makeup on before going to a party. - Always does she put makeup on before going to a party.

4 - He had never been to my place. - Never had he been to my place.

5 - You are ralely late for school. - Rarely are you late for school.

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Another compilation of funny conversions! | H2O Just Add Water

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1. Imagine you wake up tomorrow as a mermaid. What’s the first thing you would do? 🧜‍♀️🌊

2. If you could have any of the mermaid powers (boiling water, freezing water, shaping water), which one would you choose? Why?

3. What’s the most shocking or dramatic moment in the series for you? How did the characters react?

4. If you had to keep a big secret like Cleo, Emma, and Rikki, how would you handle it? Who would you trust the most?

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You will understand and apply inversion structures in English, using context from the TV series "H2O: Just Add Water."

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Activity 2 - General Comprehension Questions About the Scene (House M.D.).

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Activity 2 - General Comprehension Questions About the Scene (House M.D.).

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1. Why does House dose Wilson without his permission?

2. What does the scene tell us about House’s personality and approach to solving problems?

3. Why does Wilson feel awkward during his interaction with the patient? What does this reveal about his character?

4. If you were Wilson, how would you handle House’s actions?

5. How would you feel if your best friend invaded your privacy the way House did?

6. What idiom best describes House’s bold decision to dose Wilson without asking? Why?

7. Which idiom fits Wilson’s reaction when he confronts House and expresses his frustration?

8. In this scene, do you think either character is “getting something off their chest”? If so, who and why?

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Activity 3 - Match the Body-Idiom to the Situation. 

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Activity 3 - Match the Body-Idiom to the Situation. 

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1. Wilson feels awkward and nervous while trying to explain his actions to a patient. Which idiom describes his anxiety?

2. Wilson eventually confronts House about dosing him without permission, revealing how betrayed he feels. What idiom fits his emotional release?

3. A patient jokes that Wilson talks too fast, and Wilson admits he’s been overwhelmed and multitasking. What idiom describes his need to be alert in the hospital environment?

4. Wilson feels conflicted when discussing whether he should stay or leave his job. What idiom reflects the hesitation he’s feeling?

5. Despite their differences, it’s clear Wilson and House care deeply about each other, though they rarely say it outright. What idiom captures the affection they try to hide?

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Activity 1 - Complete each sentence using the correct idiom from the Starting Off list.

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Activity 1 - Complete each sentence using the correct idiom from the Starting Off list.

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1. Before her performance, everyone told her to ____break a leg_________.

2. Can you _____keep an eye________ on the kids while I’m out?

3. He finally ___got something off his chest__________ and admitted he’d made a mistake.

4. They’ve been married for years, but he’s still ______head over heels_______ for her.

5. I need someone to ____give a hand_________ with the decorations for the party.

6. You’ll have to stay _____on your toes________ if you want to succeed in this fast-paced job.

7. I got _______cold feeted______ before the presentation, but I pushed through and did it.

8. She’s always willing to _______stick her neck out______ for her beliefs, no matter the consequences.

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Lesson Goal

Develop comprehension, critical thinking, and vocabulary skills by analyzing a scene from House M.D.

1. Understand and interpret

2. Learn and apply body-related idioms

3. Practice critical thinking

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Starting off - Match numbers with letters

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Starting off - Match numbers with letters

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1 - Break a leg C

2 - Cold feet B

3 - Get something off your chest A

4 - On your toes F

5 - Keep an eye on D

6 - Head over heels G

7 - Give a hand H

8 - Stick your neck out E

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A - Share a burden or admit something troubling.

B - Nervousness or doubt before doing something.

C - Good luck.

D - Watch or monitor carefully.

E - Take a risk.

F - Alert and ready.

G - Very much in love.

H - Help or assist.

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Dr. Wilson Gets Dosed with Speed | House M.D. | MD TV

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1. How are these body language interpreted on a daily basis? Do they have different meanings according to the context?

Bad posture

Hidden eyes

Schlump shoulders

Cross legs

Bobbing head

Spin into someone

Straight posture

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Activity 2 - Watch both videos. Then answer these questions below: 

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Activity 2 - Watch both videos. Then answer these questions below: 

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Part 1 Questions

1. What does Mia’s bad posture say about her confidence?

2. Why does the Queen point it out immediately?

3. What do Mia’s schlumping shoulders reveal about her feelings?

4. Is she nervous, unsure, or both?

5. How does Mia’s hesitation or quick movements during “turn slowly” reflect her emotions?

6. Is she feeling awkward, shy, or intimidated?

7. Why does the Queen critique Mia’s “hidden” eyes? What does her lack of eye contact suggest?

Part 2 Questions

1. Why does Mia struggle to stop bobbing her head while dancing?

2. Does this show excitement, nervousness, or lack of coordination?

3. How do Mia’s quick spins and stumbles reveal her skill and confidence?

4. Does she seem determined or embarrassed?

5. Why does the Queen emphasize standing “straight, straight, straight up”?

6. How does posture reflect Mia’s journey toward confidence?

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Can you describe situations where you’ve noticed or used these body language actions?

Discuss how these actions might appear in scenes from The Princess Diaries.

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Starting Off- Vocabulary Matching Activity.

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Starting Off- Vocabulary Matching Activity.

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Match the body language actions:

1. Fold your arms C

2. Tilt your head B

3. Purse your lips A

4. Wrinkle your nose D

5. Drum your fingers E

6. Bite your nails F

7. Shrug G

8. Flick your hair H

A. Anger or disapproval.
B. Showing attentiveness or curiosity.
C. Feeling defensive or closed off.
D. Disgust or distaste.
E. Impatience.
F. Nervousness or anxiety.
G. Indifference or uncertainty.
H. Attraction or boredom.

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The Princess Diaries (2001) - Your Manners Are Your Beauty! Scene (2/10) | Movieclips

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The Princess Diaries (2001) - Dancing Lesson Scene (3/10) | Movieclips

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Objective: Discuss and analyze scenes from The Princess Diaries where body language is crucial.

Practice the use of inversion with "Not only...but also."

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Activity 3 - Describe how these actions from activity 2, might apply to Cher, Josh, and Cher’s father in the Clueless scene.

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Activity 3 - Describe how these actions from activity 2, might apply to Cher, Josh, and Cher’s father in the Clueless scene.

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1. What body language does Cher show to indicate she’s excited about the date?

2. How does Cher’s father express his disapproval through his body language?

3. How did Josh’s body language change as he watched Cher with her crush?

4. Do you think Josh’s body language shows he has feelings for Cher, or is he just being protective?

5. How would you feel if you were in Cher’s position, with a family member following you to a party?

6. How can we use body language to understand more about people around us?

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Vocabulary and Phrases Related to Body Language:

Bite (e.g., nails, lip) — Nervousness or anxiety

Clear (e.g., throat) — Trying to get attention or clear nerves

Cross (e.g., arms or legs) — Defensive, nervous, or unsure

Flick (e.g., hair or pen) — Attraction, boredom, or impatience

Give (e.g., a look) — Intimidation, questioning, or disapproval

Grind (e.g., teeth) — Frustration or anger

Shrug — Indifference or uncertainty

Twirl (e.g., hair or pen) — Nervousness or flirtation

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Activity 1 - What Does Your Body Language Say About You. Read and answer the questions below.

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Activity 1 - What Does Your Body Language Say About You. Read and answer the questions below.

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What are some signs that someone might have a crush on someone else?

How can you tell if a friend is nervous, even if they don’t say anything?

Have you ever been able to tell how someone is feeling just by their body language?

Do you think body language changes when we’re around people we like or admire? How?

How does it feel when someone is watching over you or taking care of you?

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Lesson Objective:

By the end of the lesson, you will be able to:

1. Use vocabulary related to body language in sentences and scenarios.

2. Discuss and analyze body language in others, specifically in romantic or social situations.

3. Apply this knowledge to interpret the characters' body language in a Clueless movie scene.

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Clueless: Dress by Calvin Klein (HD CLIP)

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Activity 2 - Complete the collocations with the correct form of the highlighted verbs below. 

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Activity 2 - Complete the collocations with the correct form of the highlighted verbs below. 

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bite | clear | cross | flick | give | grind | shrug | twirl

1 - I often ___clear__ my throat before giving a talk.

2 - My mum complains because my dad sometimes _grind______ his teeth when asleep.

3 - It's my exam later on today. Please __cross___ your fingers for me!

4 - I asked Dan if he could help me and he simply _____shrug____ his shoulders.

5 - Many people ___bite___ their lips if they're concentrating hard.

6 - It may be a bit annoying when someone's __twirl____ their hair in their fingers while they're talking to you.

7 - I didn't speak to Paul after the exam, but I saw him at the bus stop and he ___gave__ me the thumbs up.

8 - I always know when it's time for a haircut because I start needing to _flick___ my hair back from my face.

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What does your body language say about you?

Do you...

- fold your arms when you are feeling defensive?

- purse your lips when you are angry?

- furrow your brow when you are concentrating?

- drum your fingers when you are impatient?

- rub your hands together when you are excited?

- tilt your head when you are attentive?

- cross your ankles when you are nervous?

- staple your hands when you are nervous or unsure?

- wrinkle your nose when you find something disgusting?

- stroke your chin when you are thinking?

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Collocations with attempt and effort.

An attempt is when you try to achieve a specific goal, e.g. I made a few half-hearted attempts.

An effort can replace an attempt in many cases, especially when you are positive about the outcome, e.g. a determined effort/attempt.

More negative adjectives are used with attempt, but effort can collocated with both positive and negative adjectives.

Frantic – Almost out of control

Futile – Achieving nothing

Half-hearted – With no enthusiasm

Last-ditch – After a series of failures

Misguided – Based on wrong information

Strenuous – Using a lot of energy

Sustained – Determined and continuing for a long time

Valiant – Very brave

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Activity 1 - Match the collocating adjectives. In case it's necessary, do your research on the Internet.

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Activity 1 - Match the collocating adjectives. In case it's necessary, do your research on the Internet.

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7A- frantic; 3B- futile; 2C- half-hearted; 6D- last-ditch; 5E- misguided; 8F- strenuous; 4G- sustained; 1H- valiant

1- Very brave; 2- With no enthusiasm; 3- Achieving nothing; 4- Determied and continuing for a long time; 5- Based on wrong information; 6- After a series of failures; 7- Almost out of control; 8- using a lot of energy.

Read these example sentences using the vocabulary words to describe Jake Peralta’s behavior in the scene. Then create your examples.

1. Frantic: Jake made a frantic attempt to break down the door, pushing and kicking in a near panic as he realized they were locked in.

2. Futile: All of Jake’s efforts to escape seemed futile since the door wouldn’t budge, no matter how hard he tried.

3. Half-hearted: After realizing how difficult it was to get out, Jake gave a few half-hearted knocks on the door, clearly losing motivation.

4. Last-ditch: In a last-ditch attempt, Jake started yelling for help, hoping someone outside might hear him.

5. Misguided: Jake’s misguided idea to use his belt as a tool for opening the door only made the suspect roll his eyes.

6. Strenuous: He made a strenuous effort to climb up and look for an air vent, putting all his energy into finding any possible escape route.

7. Sustained: Jake kept up a sustained effort to stay positive, reassuring himself that help would eventually arrive.

8. Valiant: Despite the odds, Jake made a valiant attempt to keep the suspect calm, even though he was clearly nervous himself.

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Activity  2 - Fill in the blanks with the correct vocabulary words below.

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Activity  2 - Fill in the blanks with the correct vocabulary words below.

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Word Bank: frantic, futile, half-hearted, valiant, sustained, last-ditch, misguided

As Detective Jake Peralta realized he was locked in the room with the suspect, he immediately felt a wave of ______frantic____ (1) panic. His attempts to break out were ___futile_______ (2), as the door wouldn’t budge no matter how hard he tried. After a few ___half-hearted_______ (3) pushes against the door, he let out a dramatic sigh, deciding to express his frustration loudly.

Meanwhile, the suspect watched Jake’s attempts with an amused look. Jake made a ___valiant_______ (4) effort to stay calm, but every few minutes, he would try another ___last-ditch_______ (5) strategy to open the door. His ___sustained_______ (6) efforts didn’t work, and he started to wonder if he was being __misguided________ (7) in thinking anyone would come to their rescue soon.

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Jake Peralta - Freaking Out in the Interrogation Room

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1. Who is Jake Peralta, and how is he known in Brooklyn 99?

2. Have you ever been locked out or locked in somewhere? What happened, and how did you feel?

3. How do you think Jake might react if he’s locked in with a suspect?

4. When you’re in a stressful situation, do you usually try to stay calm, or do you panic? Can you give an example?

5. If you were with someone who started panicking, how would you try to help?

6. Have you ever acted or reacted in a way that you later realized wasn’t helpful? What did you learn from it?

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Brooklin 99

By the end of this lesson, you will be able to:

1. Discuss reactions in stressful scenarios, drawing from personal experiences and the Brooklyn 99 scene, to develop conversational skills and improve descriptive language.

2. Distinguish and accurately use collocations with "attempt" and "effort," noting how each word pairs with positive and negative adjectives, and apply these collocations in sentences.

3. Use new vocabulary (frantic, futile, half-hearted, last-ditch, misguided, strenuous, sustained, valiant) to describe situations and make comparisons between attempts and efforts, demonstrating their understanding of nuances in meaning.

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Activity 1 - Watch the scene from the movie Inside Out. Then answer these questions:

Analyzing Emotional Intelligence

What happened in that scene?

How does Joy try to solve the problem? Does she use her emotions wisely?

Why is Sadness important in this situation? How does she help, even though she seems like a "negative" emotion?

Reflect on Emotions:

What happens when we only rely on positive emotions like Joy?

Why is it important to recognize and accept emotions like Sadness?

How did Riley’s imaginary friend react to the situation? How do different emotions interact?

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Emotional intelligence

Objective:

Understand and discuss emotional intelligence (EI) in personal relationships.

Identify and analyze humor and empathy in dialogues.

Practice discussing emotions and empathy in different social contexts.

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1. How can emotional intelligence help you in school or with friends?

Think about times when understanding your emotions and others’ feelings could help you communicate better, solve problems, or avoid conflicts. How could being more aware of emotions improve your relationships with friends and teachers?

2. What can you learn from characters like Sadness and Joy?

Reflect on how Sadness and Joy both play important roles in Riley's life. What does this teach you about the importance of accepting all emotions, even the difficult ones? How can both positive and negative emotions be useful?

Homework:

Write a short paragraph about how you can use emotional intelligence in your everyday life. Focus on situations where different emotions (like happiness, sadness, anger, or fear) can help you. Think about how recognizing and managing these emotions might improve your day at school, with friends, or at home.

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Activity 2 - Answer the following questions related to the first video:

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Activity 2 - Answer the following questions related to the first video:

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Empathy: How does the friend show they care about Sheldon’s feelings? Give an example from the dialogue where empathy is evident.

Humor: How is humor used in this conversation? Does it help or hurt the situation? Give an example.

Emotional Struggle: How does Sheldon express his discomfort? What does this reveal about his emotional state?

Discussion :

How did the use of emotional intelligence (empathy and humor) change the tone of the conversation?

How might Sheldon’s friend have reacted differently if they lacked emotional intelligence?

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Activity 1 - Watch the video then read the following dialogue between Sheldon and his friend carefully. Highlight key moments according to the topic below: 

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Activity 1 - Watch the video then read the following dialogue between Sheldon and his friend carefully. Highlight key moments according to the topic below: 

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As you read, highlight the following:

Moments where characters show empathy (when they express care or understanding).

Moments where characters use humor (to lighten the mood or make someone feel better).

Moments where a character struggles with emotions (feeling overwhelmed, insecure, or anxious).

Friend - Sheldon can I come in.

Sheldon - How do you know I'm not using the facilities?

Friend - Because you email me your bathroom schedule once a week even though I've clicked unsubscribed like a thousand times. So what's going on?

Sheldon - I don't know. I did, I looked around the room and I saw all the faces and the presents and it was just too much.

Friend - I get that. Hey you want to just bring a few people in here? You know Wil Wheaton in the bathtub, batman on the toilet. It'll be like the weirdest comic-con ever.

Sheldon - I know that you worked hard to put this together I'm sorry I'm ruining it.

Friend - Oh, you're not ruining it. Look at some point Raj will try to get everyone to do the electric slide, now that will ruin it.

Sheldon - I don't think I can go back out there.

Friend - That's fine. You know I hate that your sister and her friends used to torture you. What I hate even more is if I was there, I would have tortured you too.

Sheldon - Based on this pep talk I'd say you're still doing it.

Friend - My point is there was a time I never would have been friends with someone like you and now you are one of my favorite people so if what you need is to spend your birthday in a bathroom. I'm happy to do it with you.

Sheldon - Everyone will think I'm weird.

Friend - Sweetie you are weird. Everyone knows you're weird but they're all still here because they care about you so much.

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In your opinion, what is Emotional Intelligence?

Have you ever felt overwhelmed in a social situation? How did you handle it?

What are some emotions you feel when you're facing a difficult situation? How do you deal with them?

What does it mean to be emotionally intelligent in a difficult situation?

Can you recall a situation where you had to comfort a friend or family member?

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Emotional intelligence

Objective:

Understand and discuss emotional intelligence (EI) in personal relationships.

Identify and analyze humor and empathy in dialogues.

Practice discussing emotions and empathy in different social contexts.

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Activity 3 - Food for thought. Write about emotional intelligence in different scenarios. 

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Activity 3 - Food for thought. Write about emotional intelligence in different scenarios. 

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How can Emotional Intelligence help in dealing with failure? Choose 3 topics below. Create a scenario where the main character has recently faced a bad situation. Then develop how the main character could change his game by working on these 3 topics:

#1 - Identify your emotional state;

#2 - Seek to understand;

#3 - Focus on relationships.

Family

Friendship

Sports

Olympiads

Relationship

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Activity 2 - After wathing the video. Answer this:

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Activity 2 - After wathing the video. Answer this:

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When you hear the expression "Emotional Intelligence," what comes to your mind?

Can you come up with a real-life example of emotional intelligence you have witnessed or experienced? What was the context?

What actions or behaviors did you observe that demonstrated emotional intelligence?

How did this person's emotional intelligence affect the outcome of the situation?

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Activity 1 - Seek the information on the video. Then come up with your own conclusion about the topic. 

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Activity 1 - Seek the information on the video. Then come up with your own conclusion about the topic. 

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1 - According to the video, why is Emotional Intelligence important in relation to understanding ourselves?

Emotinal Intelligence is the ability of putting your self in someone eles's shoe, but in order to do that you have to be able to understand your own fellings which is very hard, because sometimes we are not sure what and why we are felling, and we tend to act different from our normal selves because we don't know what is happening, so it's necessery to understand your own fellings.

2 - What connection does the video make between Emotional Intelligence and the fate of civilization?

3 - How does the video propose that Emotional Intelligence should be taught?

4 - What role does culture play in the development of Emotional Intelligence, according to the video?

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1 - In your opinion, what is Emotional Intelligence?

2 - Are we born with that intelligence or can we cultivate it in our lives?

3 - What are the advantages of having emotional intelligence?

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Unlock your Emotional Intelligence

Ask thoughtful questions

Put yourself in someone's shoes

Offer help and support

Put all judgment and prejudice aside and help the other

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Adjectives to describe disbelif and surprise.

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Activity 1 - Match the adjectives in the box with their meanings 1-3.

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Activity 1 - Match the adjectives in the box with their meanings 1-3.

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Baffling | Breathtaking | Electrifying | Heart-stopping | Mesmerizing | Mind-boggling | Mystifying | Riverting

1 - You can't explain or believe it:

mystifying, mind-boggling, mesmerizing, heart-stopping

2- You can't look away:

riverting, mesmerizing

3- You can't move; very exciting:

electrifying, breathtaking, baffling

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Activity 2 - Expressions related to disbelief and surprise.

Read the posts about other illusions. Complete the highlighted expressions with the words from the box.

aback | against | beats | belief | blew| bowled | heads | something | pulled | taken

A- That show where the illusionist made someone vanish had everyone scratching their _____heads________.

B- The jug looked as though it were suspended in midair. It ___blew____ me how it didn't fall down and smash into pieces. It seemed to go _against___ all rules of gravity!

C - The performance was spectacular. It __bowled_____ me over. - I was completely ___taken__ in by the clever card tricks.

D - Those weird mirrors at the show were really incredible! Seeing yourself a completely different shape was __something____ else, mind-boggling and rather disconcerting.

E - The conjurer produced a rabbit and three birds from his small pocket! We had no idea how he _pulled______ it off!

F - I saw a photo of a house once that completely defied __belief____. It looked transparent. It was all done with mirrors, but for a moment I was really taken ___aback___. thinking the house was invisible!

G - In the film Inception, there's a scene where the whole of Paris seems to fold up. It completely __beats____ me away!

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Activity 2 -  Fill in the blanks with the most appropriate word from the list below. Each word can be used only once.

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Activity 2 -  Fill in the blanks with the most appropriate word from the list below. Each word can be used only once.

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Baffling, breathtaking, electrifying, heart-stopping, mesmerizing, mind-boggling, mystifying, riveting

Starting at a new school was a(n) ____baffling______ (1) experience. The first day was filled with so many new faces and unfamiliar hallways that it felt __mesmerizing________ (2). I couldn't understand how everyone else seemed to know where they were going!

In my first class, I met someone who would become my best friend. Our conversation was instantly ___riveting_______ (3); I couldn't look away as we talked about our shared interests. It was almost ___mystifying_______ (4) how quickly we connected.

As weeks passed, I joined the school's drama club. Our first performance was a(n) __heart-stopping________ (5) moment. Standing on stage, my heart racing, I delivered my lines. The applause afterward was __breathtaking________ (6) - I'd never felt anything like it before.

One day, I caught the eye of someone across the cafeteria. The sudden flutter in my stomach was ___mind-boggling_______ (7). I couldn't explain why this person had such an effect on me; it was completely ___electrifying_______ (8).

Looking back, that year was full of new experiences and emotions. Each day brought something unexpected, shaping me into who I am today.

Reflection Questions:

1. Which word was the most challenging to place? Why?

2. Can you think of a personal experience that matches any of these descriptions?

3. How do you think using these vivid words enhances the story?

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1 - How did you feel on your first day at your new school? Was anything particularly exciting or overwhelming?

2 - Did you find it hard to understand the social dynamics at first? What was confusing about it?

3- Can you describe a moment when you first connected with someone at your new school? What made that interaction special?

4- What was the most exciting part of preparing for your exchange program? Did anything make your heart race with anticipation?

5 - Upon arriving in your host country, what aspects of the new culture did you find difficult to understand at first?

6 - Can you share an experience from your exchange that was so amazing it left you speechless? What made it so special?

7 - Think about when you first met someone you really liked. How did your body react? Did you feel any physical sensations?

8 - Was there a moment when you realized you had strong feelings for this person? What was going through your mind?

9 - Can you describe a time when you were talking with this person and you were so focused on them that you lost track of time? What were you discussing?

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Activity 1 - Read the text below and try to explain the meaning of the words in bold. In case it's necessary do your research on tne internet.

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Activity 1 - Read the text below and try to explain the meaning of the words in bold. In case it's necessary do your research on tne internet.

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The Emotional Journey of New Connections

Starting a new chapter in life, whether it's changing schools, embarking on an exchange program, or experiencing your first romance, can be a truly electrifying experience.

The sea of unfamiliar faces can be baffling when you first step into a new school. You might find yourself trying to navigate the mystifying social dynamics of your new environment. It's mind-boggling how quickly some people seem to form friendships, while you're still trying to remember everyone's names!

But then, something magical happens. You meet someone who shares your interests. The connection you form is so natural that it's almost mystifying – how did you click so quickly with this person you just met?

For those brave enough to embark on an exchange program, the experience is often nothing short of breathtaking. Every day brings new adventures and challenges. The culture shock can be baffling at first, but as you adapt, you'll find yourself forming bonds with people from all over the world.

And then there's the exhilarating, sometimes nerve-wracking world of young romance. Your first crush can leave you feeling electrified, your heart racing every time they're near. The butterflies in your stomach are a constant reminder of the intensity of your emotions.

Whether it's friendship or romance, these new relationships shape us in profound ways. They challenge us to grow, to see the world through different eyes, and to understand ourselves better. The journey may be filled with ups and downs, moments of doubt and bursts of joy, but each experience adds a rich layer to the tapestry of your life.

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Activity 3 - Writing Task: Celebrating Your Achievements Without Bragging

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Activity 3 - Writing Task: Celebrating Your Achievements Without Bragging

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Write a 1-2 paragraph response that discusses the difference between bragging and appropriately sharing your accomplishments. Consider the following questions:

What makes the statement above sound like bragging rather than just celebrating the achievement?

How can you talk about your successes in a way that doesn't make others feel bad or left out?

What are some examples of appropriate self-promotion versus boastful bragging?

Why is it important to be able to recognize the difference between the two?

Be sure to provide specific examples to support your points. The goal is to show your understanding of how to take pride in your accomplishments without coming across as arrogant or insensitive to your peers.

Remember, the key is to focus on your personal growth and the effort you put in, rather than just the end result or comparing yourself to others. Sharing your achievements in a thoughtful way can actually help build stronger relationships.

A few months ago, one of my bestfriends started to brag about her new relationship. I love her, support her and I am very happy for her, but me and my other friends can't take it anymore because she just talks about that one boy.

I need to talk to you, I'm not saying this to hurt your fellings because you know I love you and I am very happy that you are happy. Recently you are braging abut a lot about your new relationship, me and the girls know that this is a incredible achivement and that is everything new to you but sometimes we wnat to talk about other stuff, and not just about your boyfriend. We love to hear all the details about your life and we are always supporting you but maybe you could try paying attention so you could brag about him a little less.

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Read the following statement:

"I got the lead role in the school play! I'm so much better at acting than the other kids in my class. The director said I blew everyone away at the audition. I'm definitely the most talented performer here."

Do you agree or disagree with how this student is talking about their achievement? Why?

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How to Pronounce English Naturally | YouGlish

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Struggling with English pronunciation? YouGlish uses real people speaking real English to help you master tricky sounds. No more dictionary confusion!

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Activity 2 - Fill in the blanks with the words you've learned. Then read aloud and answer the questions.

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Activity 2 - Fill in the blanks with the words you've learned. Then read aloud and answer the questions.

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Have you ever heard someone __brag___ about their relationship? How did it make you feel?

What do you think are some common hurdles people have to ___overcome_____ in relationships?

How have your friendships left a mark __on__ you as a person? What have you learned from your closest friends?

Have you ever had a friendship that moved at ___breakneck______ speed? Was it exciting or overwhelming?

Do you think every friendship gets its fair __share____ of attention, or do some friends get more effort from you than others?

Do you feel like your family has had a knock-on ___effect_____ on how you view the world? In what way?

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baffling

breathtaking

electrifying

heart-stopping

mesmerizing

mind-boggling

mystifying

riveting

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Activity 1 - Complete the highlighted spaces with the words in bold. 

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Activity 1 - Complete the highlighted spaces with the words in bold. 

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Brag | effect | hurdles | mark | share | speed

1 - Do you think the space industry gets its fair _share_____ of government money?

2 - What __hurdles___ might you have to overcome to be successful in your chosen career?

3 - Do you think you would enjoy traveling at breakneck ___speed_______?

4 - Do you think there are any areas on Earth where humans have not left their __mark on_____?

5 - Have you done anything recently that you might be tempted to __brag___ about?

6 - What might be the knock-on- __effect_____ of governments making cutbacks in their spending on space research?

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Some verbs, apart from having a literal meaning, also have a figurative one. For example, the literal meaning of to fly is to move quickly and suddenly, e.g. I saw an opening in the crowd and flew down the platform.

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Activity 1 - Travel verbs

Study Watch out. Look at the verbs below and give them a literal and figurative meaning. Then complete the sentences with the correct forms of these verbs. Use a dictionary if necessary.

Backpedal | drive | fly | jump | park | sail | stagger | stumble

1 - Ella __flew_______ through her interview to become a tour guide.

2 - My cousin _drive________ himself too hard in his work as holiday rep and he'll be ill if he's not careful.

3 - I was so stressed while reading the speech that I ___stumbled_______ over some of the words.

4 - We were __stagger______ by the amount of homework the teacher gave us to do over the weekend.

5 - I was late this morning and I _flew____ down the road to catch the bus with a few seconds to spare.

6 - No one can agree about whether or not to install speed bumps so let's just _park_____ that idea for now.

7 - He was in such a hurry that he __jumped_____ the lights and nearly had a crash.

8 - The teacher was about to tell us off for leaving our bicycles outside the front door when he realised the head teacher was with us. He ___backpedal_______ very quickly!

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Activity 2 - Think of a situation when you could use each of the idioms from the previous exercise. Write down the sentences: 

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Activity 2 - Think of a situation when you could use each of the idioms from the previous exercise. Write down the sentences: 

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E.g: When the café opened, it sold amazing food at really low prices, but since the new owners took over, it's been going downhill rapidly.

1. I drive up the wall everytime the boys from my class start talking really loud just to get everyone's attention.

2. Me and my friends prefer to steer clear of fake friendships, because they can end up ruining our group.

3. My good humor goes downhill everytime someone is rude to me with no reason.